试析校长课程领导的理念转型

发布时间：2018-01-24 11:57

本文关键词： 校长课程领导理念转型课程创造　出处：《中国教育学刊》2013年03期 　论文类型：期刊论文

【摘要】：与课程管理重在课程实施不同,课程领导则重在课程创造。由于课程领导往往是在课程理念指导下对课程制度的领导,因此对学校而言,进行课程领导的必要前提是实现校长的理念转型。这一转型至少应包括以下四个方面:主动寻求课程变革的机会,而不是被动等待变革的指令;充分发挥学术权威以引导教师做正确的事,而不是凭借行政权力要求教师正确地做事;重新分配权力和权威以充分调动学校中每位教师的创造性,而不是把自认为有创造性的想法和做法强加给教师并让其去执行;鼓励教师在不违反规定的前提下做更有意义的事,而不是限定教师只能做规定许可之事。
[Abstract]:Different from curriculum management, curriculum leadership focuses on curriculum creation. Because curriculum leadership is often guided by curriculum concept, it is the leadership of curriculum system, so it is important for schools. The essential premise of curriculum leadership is to realize the transformation of the principal's concept, which should include at least the following four aspects: actively seeking opportunities for curriculum change, rather than passively waiting for the instruction of reform; Give full play to academic authority to guide teachers to do the right thing, rather than relying on administrative power to ask teachers to do things correctly; (a) redistribute power and authority to fully mobilize the creativity of every teacher in the school, rather than imposing and implementing ideas and practices that are perceived to be creative; Teachers are encouraged to do more meaningful things without violating the rules, rather than limiting them to what is permitted.
【作者单位】：华中师范大学教育学院;
【分类号】：G423
【正文快照】： “课程管理”是在20世纪上半叶课程理论产生以后,并在科学管理思想影响下形成的一种教育理论和实践。相比于此前的经验管理,科学化课程管理改变了课程管理中随心所欲的状态,但科学化课程管理与科学管理一样,把学校、校长甚至是教师都视为教育机器的零部件、命令的执行者,忽视

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